Pull pants up and down at the toilet
When to use this goal
For young students who use the toilet with adult help mainly because they cannot manage their pants and underwear. Base it on present levels in standing balance and grasp, on the OT's input, and on the family's toileting plan; recognizing the need to go is a separate goal.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Score privately and only the steps the adult can see without entering the stall unless physical help is already part of the plan. Note the clothing worn that day.
- Tips
- Ask families to send elastic-waist pants during teaching. Practice the motions at a chair outside the restroom with clothing over shorts if privacy rules allow. The back of the waistband is the step most often missed.
- Limits
- Clothing with buttons, zippers, or tights changes the task; use fn-dl-037 for fasteners. Does not address toileting itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-022.
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Goal
By the annual IEP review date, in the classroom restroom during scheduled toileting, wearing pants with an elastic waist, the student will push pants and underwear down before sitting and pull them back up after, performing at least 4 of 5 steps independently, across 4 consecutive school days, as measured by a task-analysis checklist collected at one scheduled restroom visit per day.
Baseline: 1 of 5 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Daily Living Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal386 characters
- By the annual IEP review date, in the classroom restroom during scheduled toileting, wearing pants with an elastic waist, the student will push pants and underwear down before sitting and pull them back up after, performing at least 4 of 5 steps independently, across 4 consecutive school days, as measured by a task-analysis checklist collected at one scheduled restroom visit per day.
- Timeframe
- By the annual IEP review date
- Condition
- In the classroom restroom during scheduled toileting, wearing pants with an elastic waist
- Behavior
- The student will push pants and underwear down before sitting and pull them back up after
- Criteria
- Performing at least 4 of 5 steps independently, across 4 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- At one scheduled restroom visit per day
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- across 4 consecutive school days
- Collection schedule:
- at one scheduled restroom visit per day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in the classroom restroom during scheduled toileting, wearing pants with an elastic waist, the student will push pants and underwear down before sitting and pull them back up after, performing at least 4 of 5 steps independently, across 4 consecutive school days, as measured by a task-analysis checklist collected at one scheduled restroom visit per day.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Hooks thumbs inside the waistband of pants and underwear | ||||||||
| 2. Pushes both down to the knees | ||||||||
| 3. After using the toilet, stands and grasps both waistbands | ||||||||
| 4. Pulls underwear up to the waist, front and back | ||||||||
| 5. Pulls pants up and straightens the waistband | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.